Document Type : Original Article
Assistant Professor, Department of Educational Sciences, Farhangian University, Fars, Iran
Lecturer of Payame Noor University of Marvdasht
The purpose of this study was the effectiveness of teaching through concept maps on critical thinking and academic self-concept. The research method is quasi-experimental with a pre-test - post-test design with a control group. The statistical population included all high school male students in Marvdasht in the academic year 2020-2021. The sample size was selected using step wise cluster random sampling. And the selected individuals were placed in two groups; experimental group (30 people) and control group (30 people). The Data collection tools in this study were Ricketts critical thinking and Rogers academic self-concept questionnaires, which confirmed the validity and reliability of the instrument. Data were analyzed using descriptive and inferential statistics. At the level of descriptive statistics; Frequency, mean and standard deviation and at the level of inferential statistics, uni-variate analysis of covariance test were used. The results showed that teaching through concept maps has a significant effect on students; critical thinking. Teaching by conceptual maps has a significant effect on academic self-concept. The use of active and effective teaching methods, including the concept map method, can promote critical thinking and academic self-concept in students. Concept maps make it possible to deepen the process of teaching and learning to reach higher levels of cognition and a variety of abstract, creative and critical thinking.